This I believe

So at the end of the year, it’s easy to look backward. But I’m peached to look forward. For the first time in a while I feel a burst of creative energy that I can share with my esteemed colleagues at coop catalyst.

Here’s my reflection, but also my nod to next semester, on why I teach where, what and how I teach.

This comic was a grad school assignment from last year (which I failed because it wasn’t an essay) that summed up my beliefs then, and has reinvigorated my focus and energy for the coming months. I hope you enjoy, and learn a little more about what makes me tick.

I’d appreciate in the comments similar ideas about your beliefs, and how they strengthen your impact in the areas in which you work.

Could you elaborate more regarding the fifth panel? What kinds of things should kids have to do at school that they don’t want to do for growth? Who defines “growth” in this case? Is coercion okay to ensure growth? Should a teacher coerce, for example, a resisted reading exercise to pursue reading growth, or drop a resisted reading activity to take up student-directed learning?

Do you think it’s likely that if given the freedom to direct their learning, that most, if not all, students would eventually self-select service learning opportunities? If so, would they not like them, but do them anyway, or would students embrace the opportunity to help others during school?